NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
None. All reading is online.
Once you register, log onto the instructorʼs website at www.michaelsedler.com. Click on Classes, then scroll down and click on School Violence manual. The manual will download as a PDF file to your computer.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: Read the Manual & Complete Activities.
Assignment #2: Read Your Chosen Text.
Assignment #3: Annotated Bibliography.
Assignment #4: Identifying Violent Behaviors.
Assignment #5: 2 Week Log.
Assignment #6: Historical Investigation.
Assignment #7: Discussion with a Non-Educator.
Assignment #8: Discussion with a School Supervisor.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #9: Developing a Civil Climate.
Assignment #10: Lesson Development.
Assignment #11: (500 level only)
C. INTEGRATION PAPER
Assignment #12: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Mike Sedler, D.Min., M.S.W. brings over 30 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes.
He provides consultation services and seminars throughout the United States and Canada for schools, agencies and businesses. He has been teaching “adult learning classes” since the mid 1980’s and has had the privilege of working for The Heritage Institute for over 25 years.
He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification (K-8). His combination of classroom experience, behavior intervention approaches, and involvement in working with hundreds of families allows for an excellent blend in all his classes.
Mike is passionate about children and emphasizes the importance of avoiding power struggles, offering options/choices to children, setting clear boundaries and guidelines as well as finding a place of positive engagement and connection with each individual. His heart for people and emphasis on positive communication are found throughout his seminars and classes.
All of Mike’s classes are practical and “field tested” in schools and classrooms. Educators have found ongoing success in implementing Mike’s clear and concise approaches.
Burstein, Harvey. Violence and Security on Campus. Praeger Publishing, 2010. Dispels myths about violence and offers practical solutions to issues (grades P -12.) www.abc-clio.com 800 368 6868.
Fishbaugh, Mary Susan. Ensuring Safe School Environments. Lawrence Erlbaum Associates, 2015. Research findings and information on school violence (grades K-12.) www.routledge.com
Jimerson, Shane and Amanda Nickerson, Amanda. Handbook of School Violence and School Safety. Routledge Press, 2012. Implementing effective strategies to implement school safety approaches (grades P-12.) www.routledge.com 800 634 7064
Langman, Peter. Why Kids Kill. Palgrave Macmillan, 2009. Case studies of ten school shooters and what created the shooting scenarios along with intervention ideas (Grades 7-12.) www.palgrave-usa.com 888 3308477.
Lassiter, William. Preventing Violence and Crimes in America’s Schools. Praeger Publishers, 2013. A clear approach to what works and what doesn’t in preventing violence (grades K-12) www.praeger.com 800 225 5800.
Lieberman, Joseph. School Shootings. Kensington Publishing, 2008. Studies the life of Kip Kinkel and offers insights into prevention and intervention (grades 7-12.) www.kensingtonbooks.com 800 221 2647.
Ludwig, Trudy. Confessions of a Former Bully. Dragonfly Books, 2012. Story of impact of bullying upon the bully and victim (grades 2 – 6.) www.dragonflybooks.com 563 382 4275.
Madfis, Eric. The Risk of School Rampage. Palgrave Pivot, 2014. Strategies to assess the potential of acts of violence (grades P-12.) www.palgrave.com (order through Amazon).
McNamara, Barry Edwards. Bullying and Students with Disabilities. Corwin Books, 2013. Strategies to create a safe learning environment (grades P-12.) www.corwin.com 800 232 9936.
Scherz. Jared. Workbook for Preventing Catastrophic School Violence. Rowman and Littlefield. 2014. Complexities of violence and comprehensive approaches to prevention (Grades P-12) www.rowmanlittlefield.com 800 462 6420.
Sexton-Radek, Kathy. Violence in Schools. Praeger Publishers, 2004. Academic explanation of the history and treatment of violence in schools (grades K-12.) www.praeger.com 800 225 5800.
Tafero, Arthur. Preventing School Violence and Terrorism. CreateSpace Books, 2013. Lesson plan outlines for school violence prevention. www.createspace.com
Temlow, Stuart and Frank Sacco, Frank. Preventing Bullying and School Violence. American Psychiatric Publishers, 2011. Handbook to assist in developing interventions and address behavior patterns in school. www.appi.org 800 368 5777.
Thomas, R. Murray. Violence in America’s Schools. Rowman and Littlefield, 2008. Discusses escalation in violence, motivation, and interventions (grades 7-12.) www.rowmanlittlefield.com 800 462 6420.